[Ann Dardis]

I took this course primarily to learn about early childhood development and music development. It was fantastic. I highly recommend it to others. I’m especially glad to have the textbook so that I can easily go back & review things as situations come up in class with the little ones. The program I am currently using, Making Music Praying Twice, does have a set curriculum of songs to use. However, how I use the songs is up to me and I am welcome to supplement as I see fit. The information about song categories will help me determine how each song fits into the class to meet different needs. With my newly acquired knowledge comes an increased confidence in talking with parents about their child’s development and how music is supporting their growth.

[Ann Dardis]

Some of the instruments I use are as follows:
Nino Rattan Caxixi
Nino Cabasa
Remo Kids Make Music Baby Bell
Remo Kids Make Music Baby Drum
Remo Baby Drum Mallet (although I must admit that on the first day of class one of my little ones tried to take a bite out of it and left teeth marks with her 2 lower front teeth – the only teeth she had!)
Basic Beat Finger Castanets
Hohner Kids Guiro
LP Rhythmix Rhythm Stix
Remo Lynn Kleiner Triangle with Beater
Honer Kids Clatterpillar
Rhythm Band Jingle Sticks
Trophy Clave Pair
Remo Lollipop Drum Mallets – I have one little girl that just likes to collect all the mallets!
Remo Rhythm Club Frame Drums
and my favorite: Peripole Tymptone Tom Tom Drum which has a mellow sound no matter how hard it gets hit.

Keep in mind that I have a mixed ages class with kids from 1 -5.

[Ann Dardis]

In response to question #2, I have “borrowed” a child to demonstrate what I’d like the parents to do. The class I teach is like Family Sprouts – it includes children from 0 – 5. Several of the families have more than one child so there is usually an older child not sitting in the parent’s lap that I can use as a model. Even so, I would be comfortable asking a parent if I could their child to demonstrate

Regarding the library’s comment – I have had very few children under age 1 in my classes. There was a newborn infant that attended with a 3-yr. old brother, but she spent the entire class period in mom’s arms at the end of the room – even stepping out occasionally. I think it would help to highly promote the benefits of getting young babies involved. Parents think, “She’s too little to do anything musical.”

As far as working with a wide range of ages, it is difficult to meet goals for each individual child. I’ve noticed that I tend to gear my sessions towards the 2 – 4 age range, but I do occasionally give parents hints on ways to adapt the activity for their younger children. I have much to learn about this. I am hoping Family Sprouts will be covered in an upcoming session.

[Ann Dardis]

I remember when my daughter was in this age range and totally agree with what you said about it being a challenge to get out of the house. It is good to keep in mind the frustration of the caregivers. It seems like it’s never as easy as just getting in the car. Great idea to let the caregivers settle in a bit and relax before beginning class.

I also agree with Kristen that their attention spans are short and so they can be easily calmed with a change in position or some other distraction.

[Ann Dardis]

I feel that parent’s value the educational aspect – when I share with them why I am doing something in a particular way. Also, it is encouraging to them to know that their child’s response to music is typical. For instance, putting maracas in their mouths or running around and seemingly not paying attention.

[Ann Dardis]

Some of the mom’s I work with have expressed that they value music class because it provides a family outing for them. Also, many of them feel that they are not from “musical families” and that class is filling a gap for them. Music is something they want their children to learn & love, even if they as parents don’t sing or play an instrument at home. Class gives them tools to use at home – songs, rhymes, dances. It provides family bonding & lot’s of fun.

[Ann Dardis]

Singing: I’ve imitated the pitches sung by the children in a call & response type game. They love it when the recognize that I’m following them.

Playing Instruments: We play a game where we sing a sustained tonic pitch & shake egg shakers close to the floor. Then I quickly say “bop” in a high pitch voice and hide the eggs behind my back. After a few moments of silence, we do it again, and again and again. Sometimes they take the lead, sometimes the don’t want to stop the game.

Moving: We do a simple circle dance – walk to the left, walk to the right, move to the center and “whoooo”. Other times I had out scarves to the group and encourage free, flowing movements.

Listening: To encourage audiation, I sing part of a song and remain silent on other parts to see if the children will fill in the space. For example after singing the complete song a few times, I sing theh “This little light of mine” lyrics, but keep quiet during the time I would be singing “I’m gonna let it shine” in order to give them a chance to audiate.

[Ann Dardis]

Singing:
1) vocalizing using a variety of pitches
2) vocalizes during the quiet time following a song to a pitch a third or a fifth higher than the tonic of the song
3) wanders away from the group with an instrument & then sings with it in the corner
4) says “Momma listen to me” and then proceeds to sing the ABC song, but not completely or with accurate pitch
5) sings the ABC song completely, but playfully changes the rhythm

Playing Instruments:
1) reaches out towards an instrument to grasps it to bring it to his/her mouth
2) intentionally attempting to shake a maraca in response to the music
3) plays at his/her own tempo rather than matching the tempo of the music
4) loves music games where we stop and start the music
5) adjusts his/her tempo to match the tempo of the group

Moving:
1) begins to instinctively bounce when music begins
2) intentionally “dances” to the music
3) pats knees and then tummy and then head as the music progresses
4) can do a simple circle dance with the group by watching and imitating others
5) recalls the sign language for a song and begins to do it independently when he/she hears the song

Listening:
1) startles easily to some vocal timbres
2) facial expression shows excitement when “welcome” song begins
3) able to respond differently to fast songs and slow songs
4) stops singing or playing in order to intentionally listen to the music
5) able to take turns – sometimes playing, sometimes listening to others play

[Ann Dardis]

I hope my love and joy for music is contagious and spreads to all the families in my program in order to strengthen their family bonds, enrich their lives and instill a life-long love of music and music-making in their homes.

[Ann Dardis]

My biggest takeaway from this week’s content is understanding that at 18 months a child is not able to grasp the concept of sharing. I love that you said it’s better to say, “Let’s trade!” I hope I remember this the next time kids are fighting over instruments.

[Ann Dardis]

Hey, my gravatar worked! How wonderful. Now to tell you a bit about myself…

My name is Ann Dardis and I live in rural Minnesota, about one hour SE of Fargo, ND in a small town (about 2000 people) called Perham. I have a BA in Music – Vocal Performance and and M.Ed. in Music Therapy from the University of Minnesota. I received my MT-BC about 9 years ago, but have been working in the field of music therapy/activities with elderly adults for nearly 20 years.

My interest in early childhood music really began with the birth of my daughter 4 years ago. When she was born I gave up my music therapy position at the local nursing home and began to work for my church as the music coordinator. It allowed me to bring my daughter to work with me rather than needing to place her in daycare. Last fall, I began offering Making Music Praying Twice Early Childhood Music Education classes at the parish. I attended at Making Music Praying Twice training course last summer that was comparable to trying to take a drink from a fire hydrant for me. I was totally overwhelmed with the amount of information and my total lack of experience in working with young children.

I am eager to learn more about early childhood music development in general and to pick up some tips for keeping the children’s interest during sessions. Also, I’d love to know how to get the parents more involved in making music. Many of my mom’s don’t consider themselves musical and so rarely sing along.

Enough for now. I’m looking forward to getting to know all of you over the next couple months.

[Ann Dardis]

Hi everyone! Just wondering if I too successfully set up my gravatar.

[Author]

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